Observation: The middle school science class that I observed Mrs. Brocato teaching at my most recent observation was one on measuring. She was teaching them the correct way to use a ruler and also how to use the metrics system. She began class by collecting homework and stamping student’s agenda books to make sure they had copied down the homework for next class. She then posed a question to the class, “Other than scientists or mathematicians, give me an example of a profession that requires the use of measurements”. The class than had an informal discussion with students offering up different answers, some being humorous. Mrs. Brocato did not chastise students for the humorous answers but would often play on the joke, but only for a moment. She would quickly bring the classes attention back to the question if a joke was going on for too long. After this class discussion Mrs. Brocato used a PowerPoint presentation to lecture on the importance of measurements and how essentially every career involves some form of measuring. After that she used the PowerPoint to explain how to convert from the U.S. system of measurements to the metric system. She then gave the class a worksheet and rulers and had them measure many different objects around the room. After this, she went over the student’s answers with them.
I would also like to point out an example of how Mrs. Brocato interacts with her students that I observed at a different observation. When a student is not working or straying off task, Mrs. Brocato rarely yells at them. Instead, she simply reminds them what they should be doing and that is often enough. Other times she uses humor to encourage them to stop the behavior. One instance I can think of was when a student did not have his materials. She made light of the situation commenting on how this student often lost his materials. The rest of the class joined in and a class wide “bet” was formed to see how long this student could go without losing the glue stick.
Reflection: I feel that Mrs. Brocato has a very effective way of dealing with the fact that her lessons are very long (An hour and 40 minutes). The class discussion at the very beginning of class was a very effective way of getting the classes attention and getting all of the students involved. The fact that she let a few joke slide also created a positive environment where students were not simply giving bland answers and waiting for the class to end. I also got the feeling that even though it had only been together for a short time, the class was comfortable with each other. The discussion I witnessed was much more involved than most discussions I have been apart of at URI. Also, immediately after the most boring part of class, the lecture, Mrs. Brocato gave the students a chance to get up and stretch their legs by measuring things around the room. This broke up the long period and allowed for the students to interact with each other while also accomplishing the goals of the lesson.
I especially enjoyed the way Mrs. Brocato dealt with the student who did not have his materials again. I sensed that Mrs. Brocato knew it was okay to poke fun at this student and that she would not use the same approach with every student. At no point did I get the feeling that this student was upset with Mrs. Brocato or the rest of the class for making fun of him. They were not mean about the humor, and he even joined in with the joke. I feel that using humor to motivate students is one of the most powerful tools a teacher can use. I often use humor to motivate students who are not focused during my observations and generally I am meet with positive results. Almost always the student laughs, smiles, or simply smirks and then gets back to the task at hand. The trick is knowing what kind of humor is acceptable. Poking fun at a student can only be used after you have gotten to know them and know which ones will not react badly to the situation. Other times it is best to use humor that does not make fun of anyone in particular, like being overly dramatic or stern, followed by a smile to let the student know that you are not really mad. However, this will only work is the behavior does not persist. Eventually you will have to be sterner.
I would also like to point out an example of how Mrs. Brocato interacts with her students that I observed at a different observation. When a student is not working or straying off task, Mrs. Brocato rarely yells at them. Instead, she simply reminds them what they should be doing and that is often enough. Other times she uses humor to encourage them to stop the behavior. One instance I can think of was when a student did not have his materials. She made light of the situation commenting on how this student often lost his materials. The rest of the class joined in and a class wide “bet” was formed to see how long this student could go without losing the glue stick.
Reflection: I feel that Mrs. Brocato has a very effective way of dealing with the fact that her lessons are very long (An hour and 40 minutes). The class discussion at the very beginning of class was a very effective way of getting the classes attention and getting all of the students involved. The fact that she let a few joke slide also created a positive environment where students were not simply giving bland answers and waiting for the class to end. I also got the feeling that even though it had only been together for a short time, the class was comfortable with each other. The discussion I witnessed was much more involved than most discussions I have been apart of at URI. Also, immediately after the most boring part of class, the lecture, Mrs. Brocato gave the students a chance to get up and stretch their legs by measuring things around the room. This broke up the long period and allowed for the students to interact with each other while also accomplishing the goals of the lesson.
I especially enjoyed the way Mrs. Brocato dealt with the student who did not have his materials again. I sensed that Mrs. Brocato knew it was okay to poke fun at this student and that she would not use the same approach with every student. At no point did I get the feeling that this student was upset with Mrs. Brocato or the rest of the class for making fun of him. They were not mean about the humor, and he even joined in with the joke. I feel that using humor to motivate students is one of the most powerful tools a teacher can use. I often use humor to motivate students who are not focused during my observations and generally I am meet with positive results. Almost always the student laughs, smiles, or simply smirks and then gets back to the task at hand. The trick is knowing what kind of humor is acceptable. Poking fun at a student can only be used after you have gotten to know them and know which ones will not react badly to the situation. Other times it is best to use humor that does not make fun of anyone in particular, like being overly dramatic or stern, followed by a smile to let the student know that you are not really mad. However, this will only work is the behavior does not persist. Eventually you will have to be sterner.